Approaches
In this section you can see a range of organisational structures and approaches in problem solving lessons. Pupils might be given opportunities to work individually, in pairs, in groups or in a whole-class setting, often during the same lesson. A particular focus is given to collaborative group work, in which pupils must learn the personal and social skills associated with cooperative working. Whilst appreciating the benefits of this kind of working, it is worth remembering that pupils also need to be given opportunities to solve problems on their own.
Whole-class
Here you can see a number of situations and contexts in which whole-class teaching is appropriate - for example, to introduce the lesson and to conduct a plenary session to discuss and report pupils’ solutions and strategies. Many teachers prefer to introduce a new strategy to the whole class in the first instance. Whole-class teaching is commonly used in conjunction with paired, group or individual work.
Group work
Pupils often work in groups to solve problems and here you can see teachers talking about the composition of groups and roles within groups. Sometimes work might be done individually or in pairs, with reference being made to a larger group for comparisons and discussion of processes and solutions.
Paired and individual work
Pupils sometimes find it easier to work with only one partner and many enjoy the satisfaction of solving a problem solely by their own efforts. Teachers give reasons for encouraging paired or individual work.
Collaborative group work
In this approach, pupils are expected to work as a group in which different roles are allocated and the responsibilities of solving a problem are shared. The emphasis is on developing the social and collaborative skills necessary for working cooperatively to solve problems. You can see examples of group-building activities in which pupils are made aware of the skills and attitudes that they are acquiring.